Socioeconomic status (SES) and the benefits of the “continuous assessment and progression system (CAPS)” in lower secondary education in Myanmar
Socioeconomic status (SES) and the benefits of the “continuous assessment and progression system (CAPS)” in lower secondary education in Myanmar
复制标题
缅甸初中教育的社会经济地位（SES）和“持续评估和升学系统（CAPS）”的好处
DOI：
10.1108/ijced-11-2020-0084
复制
发表时间：
2021
影响因子：
0.8
通讯作者：
Yoshida Natsuho
中科院分区：
文献类型：
--
作者：
Nishiyama Kei;Ogawa Taiji;Murase Tomoyuki;Seki Kohei;川又泰介;藤村晃成;Yasuyo Isobe;川又泰介;Nishiyama Kei;及川智博・伊田勝憲・早川一穂・岡村由紀子・加藤利枝・常田美穂・河合隆平;Akiko Harada;中橋葵，岡部恭幸;藤村晃成;中橋葵;Yoshida Natsuho
目的研究缅甸实施“持续评估和升学制度”前后初中教育复读率和辍学率的变化趋势，并探讨这些趋势与高、中、低社会经济地位（SES）的关系。然后对获得的结果进行检查，以提取有效的政策含义，以实现可持续发展目标中规定的普及中等教育。设计/方法/方法在四所公立中学引入CAPS前后，研究了学生SES差异的年级重复率和辍学率趋势。该分析利用了来自缅甸仰光市区目标中学的7272名学生的样本。研究发现，自引入CAPS以来，所有SES组的年级重复率都显著下降，因此无论学生的SES如何，CAPS都是有效的。结果还证明了不平等的CAPS对辍学率的影响：在实施CAPS后，中等社会地位群体的辍学率显著下降至接近零。高ses组在caps前后处于上限，因此不受影响。然而，在低社会经济地位组中，高辍学率持续存在，这表明这些学生的贫穷社会经济背景大大降低了CAPS的好处。原创性/价值本研究没有使用教育统计等横断面数据，而是使用了基于学术注册的纵向数据，其中包括个人注册状态的信息，从而可以阐明年级重复、辍学、教育政策和社会经济环境之间的关系。
PurposeThis study investigated the trends of repetition and dropout rates in Myanmar's lower secondary education before and after the introduction of the “Continuous Assessment and Progression System (CAPS)” and probed the dependence of these tendencies on high-, middle- and low- socioeconomic status (SES). The obtained results were then examined to extract effective policy implications for the achievement of universal secondary education as specified in the Sustainable Development Goals.Design/methodology/approachBefore and after the CAPS introduction at four government secondary schools, grade repetition and dropout rate trends were examined with respect to differences in students' SES. The analysis utilised a sample of 7,272 students from target secondary schools in urban Yangon Region, Myanmar.FindingsIt was found that since the introduction of CAPS, the grade repetition rates had fallen significantly in all SES groups, so was effective regardless of students' SES. The results also demonstrated the influence of unequal CAPS on dropout rates: in the middle-SES group, significant falls to nearly zero post-CAPS implementation. The high-SES group was at ceiling pre- and post-CAPS, so was unaffected. However, in the low-SES group, high dropout rates persisted, indicating that the poor socioeconomic backgrounds of these students significantly reduced the benefits of CAPS.Originality/valueRather than using cross-sectional data such as education statistics, this study used longitudinal data based on academic enrollment registries that included information on individual enrollment statuses, which allowed for the relationships between grade repetition, school dropout, education policies and socioeconomic circumstances to be elucidated.
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